TY  - JOUR
T1  - The Development of School Students’ Systems Thinking about Water Systems via an Educational Intervention
TT  - Öğrencilerin Su Sistemi ile ilgili Sistemik Düşünmelerinin Eğitimsel Müdahale Yoluyla Geliştirilmesi
AU  - Özsoy, Tuğba
AU  - Topçu, Mustafa Sami
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.53048/johass.1776428
JF  - İnsan ve Sosyal Bilimler Dergisi
JO  - JOHASS
PB  - Bilgiçağı Eğitim Danışmanlık ve Yayıncılık Sanayi Ticaret Limited Şirketi
WT  - DergiPark
SN  - 2667-4343
SP  - 268
EP  - 312
VL  - 8
IS  - 2
LA  - en
AB  - This study aimed to enhance middle school students’ systems thinking about water systems through a design-based educational intervention grounded in socio-scientific issues. Thirty-two seventh-grade students participated in activities incorporating the iceberg model, relational thinking, and systems thinking maps. Data were collected via students’ systems thinking maps and open-ended questions and analyzed using a rubric developed for this study. Findings indicated notable progress across all eight dimensions of systems thinking, moving from simple associations to complex, dynamic, and cyclical understandings of water systems. The study demonstrates that a socio-hydrologic issue-based unit can foster students’ holistic and interconnected understanding of water, offering implications for curriculum design and sustainability education.
KW  - Design-based research
KW  - educational intervention
KW  - sociohydrologic issue-based unit
KW  - systems thinking
KW  - water systems
N2  - Öğrenciler suyu özellikle kompleks bir sistem olarak anlamakta zorlanırlar. Müfredattan kaynaklanan sınırlamalar ve beraberinde gelen bilgi eksikliği bu zorlukların nedenleridir. Bu noktada eğitimsel müdahaleler önem kazanır. Bu araştırmanın amacı öğrencilere suyun karmaşık bir sistem olduğunun farkındalığını kazandırmak amacıyla sosyo-bilimsel bir konu bağlamında sistem düşüncesine dayalı bir eğitimsel müdahale geliştirmek ve uygulamaktır. Araştırmanın örneklemini 32 yedinci sınıf öğrencisi oluşturmaktadır. Bu tasarım temelli araştırmada sistemik düşünme haritası ve açık uçlu sorular veri toplama aracı olarak kullanılmıştır. Veri analizinde bu çalışma için özel olarak tasarlanmış sistemik düşünme haritası rubriği kullanılmıştır. Araştırma sonuçları müdahalenin uygulanmasından önce öğrencilerin, sistemik düşünmenin en düşük boyutu olan, yalnızca basit ilişkiler belirttiklerini müdahaleden sonra ise öğrencilerin su sistemi ile ilgili sistem düşüncelerinin önceki seviyelerine göre anlamlı derecede daha ileri düzeyde olduğunu göstermiştir.
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UR  - https://doi.org/10.53048/johass.1776428
L1  - https://dergipark.org.tr/tr/download/article-file/5206036
ER  -